What The Good Schools Guide says..

It’s an unusual independent school in some ways: there’s no uniform and it’s first name terms for all teachers, including the head. One parent told us: ‘I love this school for being individual with very individual ideas.’ This is a City school and parents know exactly what they’re buying into when they make the decision to send their children here. One told us: ‘I am able to drop my kids off on the way to work, which is one reason I chose this school. The other reason is that I noticed how happy and...

What The Good Schools Guide says

Head

Since 2009, Caroline Lloyd (40s). BEd in geography from Exeter University (although her parents had wanted her to do a ‘proper’ degree). Her first job as an NQT was at Charterhouse Square School in 1994, straight after leaving university: ‘I was young, determined and desperate to be a teacher.’ Indeed Caroline (as she is known to staff and pupils), knew she wanted to teach from the age of 7 and ‘used to line up my teddies, pretending they were in class.’ However, she had a very specific idea of the kind of school where she wanted to teach and only five schools matched her criteria - Charterhouse Square being one of them.

During her 15 years at the school and prior to becoming head, Caroline experienced teaching in all year groups...

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Special Education Needs

We aim to provide every possible opportunity to develop the full potential of every child. Children with special educational needs must be valued as individuals and should be encouraged to integrate with their peers, both socially and academically. They should have access to the whole school curriculum. At all times, consideration will be given to maintaining and enhancing the self esteem of children with special educational needs.
In our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children have different educational and behavioural needs and aspirations; require different strategies for learning; acquire, assimilate and communicate information at different rates; and need a range of different teaching approaches and experiences.

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